Art and Design
Head of Department (HOD): Mr M Woodall
Teacher names: Ms L Evans
In the Art department we believe that all students have a particular talent, an individual ability. We endeavour to discover and build on that strength whether it is drawing, painting, sculpture or any other form of creative expression.
- Sketch book cover design – montage of favourite things. This should be started in the lesson and finished as a HW including a clear name tape. Books must be then covered in plastic.
- ‘How to use a sketch book properly’ – students copy information and present imaginatively in their books. They should refer to this and understand that this is how their books will be marked. Parents should also be aware of this.
- ‘Starry Night’ – students are to make an accurate but simplified drawing of Van Gogh’s Starry Night. Included in this presentation is a brief description of his life and work, presented imaginatively on a double page spread in books or A3 paper.
- ‘Health and Safety’ – as above. Students need to be aware of health and safety and the importance of appropriate behaviour in the Art Department. Present in books, dps.
- Tracking system – Students will be tracked four times a year. This is recorded in the back of their sketch books along with challenging but achievable targets using the new assessment grid. They have four assessment targets to meet, each one out of 18. This is totalled to a number out of 72 which gives them their working at grade (1-9). This is explained in the back of their books.
- Line and Tone - students discover and explore shading and contrast.
- Colour Theory - students experience colour mixing, an understanding of the colour wheel, primary, secondary and complementary colours.
- Self Portrait/portrait - students use mirrors, A3 paper and B pencils to draw from life focusing on proportion, shading, contrast and texture. Due to covid and teaching over the school site, we shall deliver the basic technique on how to produce a portrait rather than a self-portrait.
- Contextual studies – students research the life and work of Sir Stanley Spencer focusing on the link with their self-portraits. They should present their findings imaginatively in their sketch books, making comparisons to their own work.
- Colour blending/mixing (folders) -students are advised on how to use paint, brushes and palettes correctly while creating a colour blending design based on concentric shapes and tonal variations.
- Contextual Studies - students research the life and work of Pablo Picasso looking at ‘The Weeping Woman’. They should present their findings imaginatively in sketch books, including a drawing of the image, making links with their own work.
- Paper Sculpture (mask) - students create a piece of relief work based on facial expressions using scissors (no drawing first) and only white paper.
- Lettering project – students create a design based on the letters of their first name. They overlap capital letters on A4 paper then produce colourful patterns in each shape using pencils. The remaining background is carefully painted black for contrast.
- Black history month image transfer. Students select an inspirational black woman and make a pencil transfer on to A4 paper. They enhance this by creating a colourful background to reflect her personality, adding her name and a quote on top.
- Poppy project. Students are invited to create an image of remembrance for November 11th. This can be any size, shape, media. The final pieces will be displayed around the school.
AFL opportunities are embedded in every lesson including group discussion, peer and self assessment. Students are encouraged to feedback to staff with written comments in their books.
Termly evaluations help students to track their own progress, indicate areas of weakness and targets on how to move forward. Written evaluations also encourage improved literacy along with self assessment.
Writing frames familiarise year 7 students on how to begin their written presentations.
Homework is assessed and marked using pink and green comments. Pink = advice/helpful strategies to improve, green = positive comments. Students are introduced to the 9-1 grading system (as explained in the back of their sketch books).
A simplified glossary is kept by each student as a reminder to use correct Art terminology when discussing or writing about their work or that of others.
Homework lists are stuck in sketch books and used when appropriate.
Termly assessments will be completed under exam conditions followed by self and peer marking and an evaluation.
Our year 8 curriculum builds on what was experienced and learned in year 7. By now all students, whatever their ability, should be confident to move on to the challenges of year 8.
- Sketch book cover- typographical design/illustration. A piece of graphic design based on the student’s name using a carefully measured grid.
- Observational drawing – an accurate drawing/painting of a Surreal image in books.
- Contextual Studies – research Surrealism, focusing on Rene Magritte or Salvador Dali and present imaginatively in sketch books. This should include an accurate drawing of Magritte’s ‘Flavour of tears’.
- Perspective – linear and aerial. One point perspective demonstrated in class. Aerial perspective as the background for the ‘Surreal Landscape’.
- Contextual Studies – Hogarth’s ‘Satire on False Perspective’. Students need to circle the ‘mistakes’ on this image using red pen.
- White City – recycled objects are used to create a cityscape using half a cardboard box as a back ground.
- Surreal Landscape – an A2 piece of mixed media work exploring imaginative perspective, scale, juxtaposition, good observational drawing and composition.
- Dream House/Magic Garden – a montage/collage based on a fantastic piece of architecture in a dream-like garden. Show students images of real ‘fantastic architecture’ as inspiration.
- T-shirt design – a metamorphic image based on an initial turning into a plant or animal.
- Paper Sculptures – layers of coloured paper stapled together to create star or flower shapes. Book sculptures illustrating the content of the story.
- Fruit Project – a mixed media task based on a slice of fruit focusing on detail and complementary colours.
- Black history month image transfer – as for year 7.
- Poppy project. As for year 7.
AFL, evaluations and assessments as for year 7.
Building on previous learning, year 9 now begin to explore more abstract concepts in Art. They are now equipped with the skills and knowledge to work more independently, imaginatively and take risks. Abstract and semi-abstract work is now introduced, challenging an appreciation of non-figurative work. Preparation for GCSE Art and Design is embedded in lessons from the start of year 9.
- Sketch book Cover – copy of a sweet wrapper but including the student name in place of the product using coloured pencils, capturing the reflective nature of the wrapper.
- Contextual Studies – Pop Art looking at Andy Warhol/Roy Lichtenstein (‘Whaam’) and the concept of turning everyday objects into high Art. This relates to their sketch book cover design and they need to describe this in their dps in their book.
- Observational drawing – copying ‘The Scream’ using acrylic paints on A3, possibly using a grid to establish the correct proportions.
- Contextual Studies – research the life and work of Edvard Munch presenting information imaginatively in sketch books.
- Collage – students build a collage of ‘The Scream’ using recycled materials.
- Experimentation – students explore different materials and processes creating mood and atmosphere working towards their ‘Dreams and Nightmares’ background. They will focus on painting ‘Happiness’, ‘Anger’, ‘Jealousy’, ‘Fear’ using only colour and mark making – no recognisable imagery.
- Observational Drawing (white objects) – students focus on drawing from life then experiment with creating effective shading and contrast using various media.
- ‘Dreams and Nightmares’ – a piece of relief work/observational drawing using an expressionistic style and unusual media to recall a dream or nightmare. A2.
- Mural – a cross curricular project with English focusing on ‘The Lady of Shallot’ legend. Students research the poem and practise their painting before adding to the established work already on the walls in the English corridor using acrylic paint.
- Aboriginal Project – students research Aboriginal Art and ‘Dreamtime’. They then produce a piece of A4 design based on their name. If time, they create Aboriginal designs on shells, wood or stones.
- Observational drawing – students are to produce an accurate copy of M. C. Escher’s ‘Hand with Reflecting Globe’ on A4 paper, answering questions as to what they think it is about.
- Mehndi – students look at body adornment/decoration from around the world and across different cultures.
- Black history month image transfer. As for year 8.
AFL, evaluations and assessments as for year 8.
Students who opt for Art as a GCSE are introduced to year 10 coursework in the Summer term.
KS4 programmes of learning/projects are varied and may change every year due to addressing the different exam themes.
Our exam board is Edexcel.
Homework is set every week but students are advised and expected to make the necessary effort required in their own time.
Students have now opted for this subject so are expected to make the appropriate effort, recognising that in order to achieve the grade they deserve they must take responsibility for their own progress.
The Art department is available to them at any time should they wish to catch up with work. They are actively encouraged to take this opportunity.
- Assessment Objectives – user friendly descriptions of the four GCSE assessment objectives are presented imaginatively in the front of year 10 sketch books. They are to familiarise themselves with these and refer to them regularly when reviewing and evaluating work.
- Front cover design – student name in the style of Aboriginal art and ‘Dreamtime’. Research and presentation in books to support.
- Back cover design – a good copy of M. C. Escher’s ‘Drawing Hands’. Students need to focus on accurate proportion, shading, contrast and texture. They should also research his life and work and present over a double page spread making reference to their own work.
- Self Portrait – figurative pencil drawing on A3 paper using a mirror. An initial attempt at this will also have been done as homework, in books.
- Contextual studies – research the life and work of Stanley Spencer, particularly his self portrait, presenting neatly but imaginatively in sketch books and linking to own work (use of light/tone).
- Sculpture – ‘What goes on inside your head?’ Influenced by the work of Eileen Agar. A polystyrene head is transformed and sculpted to reflect the true feelings/dark thoughts of the student! Mixed media.
- Relief work – ‘Camouflage’. Students ‘hide’ a series of objects on A3 card by painting over them with animal skin designs. Research the life and work of Liu Brolin to support.
- Negative space – students draw the space around a group of objects. The background is then painted using warm colours to reverse the traditional ideas of colour theory in landscape painting (cool colours recede, warm colours advance).
- Fauvism – drawing with paint (no pencil work first). Students mimic the style of Fauvism to appreciate the concept of semi abstract, rapid mark making. They appreciate that this style heralded the onset of Modern Art.
- Op Art – students research the life and work of Bridget Riley, presenting their findings imaginatively. They then use this influence to create their own piece of Op Art focusing on accurate and precise drawing/painting.
- Poppy project (November) Optional – students create their own poppy using mixed media on any scale or surface, 2D or 3D.
- Black history month image transfer. As for year 9.
- Christmas HL project – ‘The Other Side of Christmas’. Students are to present a piece of work based on an alternative Christmas experience.
- 10 hour Summer exam – ‘Reflection’. Titles change every year.
Students are encouraged to work independently, using their initiative, planning ahead and being prepared for each lesson. Having the correct equipment is essential and they are given a list of what they are expected to have with them. Homework is crucial to achieving a good grade and deadlines must be met. We ask for active parental input and support.
Year 11 is not a complete year and, basically, consists of two exams. Students are warned about this from September.
Exam prep is 75% of the grade and must be of the highest standard covering all four assessment objectives thoroughly and intelligently. Agreed deadlines absolutely must be met.
Students will, ultimately, achieve two grades – one for component 1 (coursework) and one for component 2 (final exam).
- Review and refine year 10 work.
- Begin prep - for PPE exam.
- 10 hour PPE - before Christmas.
- Prep - for final exam begins in January as soon as the title arrives from EDEXCEL.
- Final GCSE exam - 10 hours over two days.
- Art exhibition in July. Students, parents, friends etc. Invited back to school to celebrate year 11 success!
Students should now be confident, independent learners, ready for the next step of their education. They should continue to take risks, explore all possibilities and experiment with new and unusual media on various scales and surfaces.
Contextual studies should now enrich and enhance their own work in a highly intelligent and analytical format.
Students are informed about next steps. Too often they are unaware of the possibilities of a career in Art and Design. The many pathways which are now open to them are discussed in class and they are encouraged to at least consider their options, visiting a variety of sixth forms/colleges before making a final choice.